Volume 41 Number 3 September 2006http://daddcec.org/Default.aspx?TabId=79&rssissueid=28
en-USkarla@findeight.comkarla@findeight.comSun, 15 Sep 2019 08:24:59 GMTSun, 15 Sep 2019 08:24:59 GMThttp://backend.userland.com/rssPackFlash Publishing RSS Generator Version 2.4.1.0High School Teachers’ Perceptions of School-to-Work Transition Practices in Taiwan<em>By: Meng-chi Chan and Janis G. Chadsey<br />
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<strong>Abstract: </strong><span style="font-style: normal;">The purpose of the study was to investigate practices that high school teachers in Taiwan use to facilitate school-to-work transition, and to determine the importance ratings of each of these transition practices. A questionnaire with 28 transition practices was developed and sent out to the 125 participants in 24 special high schools in Taiwan; 106 completed surveys were used for data analysis. Results from this study identified several key transition practices that were important and also revealed several transition practices that were less valued or less implemented by Taiwanese teachers. Limitations and implications are discussed to improve future research, practice, and cultural diversity in teacher education and transition practices.</span></em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/450/High-School-Teachers’-Perceptions-of-School-to-Work-Transition-Practices-in-Taiwan.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/450/High-School-Teachers’-Perceptions-of-School-to-Work-Transition-Practices-in-Taiwan.aspx
http://daddcec.org/Home/tabid/40/ArticleID/450/High-School-Teachers’-Perceptions-of-School-to-Work-Transition-Practices-in-Taiwan.aspxFri, 01 Sep 2006 00:00:00 GMT0Functional Communication Training: A Review of the Literature Related to Children with Autism<em>By: G. Richmond Mancil<br />
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<strong>Abstract: </strong><span style="font-style: normal;">Numerous researchers have employed functional communication training (FCT) to address both the communication and behavioral needs of children with autism. Thus, the purpose of this review is to examine FCT, particularly, the environments and individuals involved in the training and the effectiveness of FCT with children who have a diagnosis of Autism Spectrum Disorder (ASD) and to provide suggestions for practitioners and researchers. FCT consistently reduces challenging behavior and increases communication; however, the majority of research is clinically based and focuses on one communication mand. Future research teams should address maintenance and generalization by training teachers in classrooms and parents in homes while collecting data across time.</span></em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/445/Functional-Communication-Training-A-Review-of-the-Literature-Related-to-Children-with-Autism.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/445/Functional-Communication-Training-A-Review-of-the-Literature-Related-to-Children-with-Autism.aspx
http://daddcec.org/Home/tabid/40/ArticleID/445/Functional-Communication-Training-A-Review-of-the-Literature-Related-to-Children-with-Autism.aspxFri, 01 Sep 2006 00:00:00 GMT0Curriculum Augmentation and Adaptation Strategies to Promote Access to the General Curriculum for Students with Intellectual and Developmental Disabilities<em>By: Suk-Hyang Lee, Betty A. Amos, Stelios Gragoudas, Youngson Lee, Karrie A. Shogren, Raschelle Theoharis, and Michael L. Wehmeyer<br />
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<strong>Abstract:</strong><span style="font-style: normal;">&nbsp;Curriculum modification strategies, particularly curriculum adaptations and augmentations, have been identified as important to enable learners with disabilities to achieve access to and progress in the general curriculum. There is, however, relatively little research on the effect of these strategies with students with intellectual and developmental disabilities. The purpose of this paper is to examine curriculum adaptation and augmentation strategies that might promote student involvement and progress in the general curriculum for students with intellectual and developmental disabilities, and to provide recommendations with regard to how such augmentations might be modified to be more appropriate for use with this population.</span></em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/444/Curriculum-Augmentation-and-Adaptation-Strategies-to-Promote-Access-to-the-General-Curriculum-for-Students-with-Intellectual-and-Developmental-Disabilities.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/444/Curriculum-Augmentation-and-Adaptation-Strategies-to-Promote-Access-to-the-General-Curriculum-for-Students-with-Intellectual-and-Developmental-Disabilities.aspx
http://daddcec.org/Home/tabid/40/ArticleID/444/Curriculum-Augmentation-and-Adaptation-Strategies-to-Promote-Access-to-the-General-Curriculum-for-Students-with-Intellectual-and-Developmental-Disabilities.aspxFri, 01 Sep 2006 00:00:00 GMT0Increasing Opportunities for Requesting in Children with Developmental Disabilities Residing in Group Homes through Pyramidal Training<em>By: Ralf W. Schlosser, Elizabeth Walker, and Jeff Sigafoos<br />
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<strong>Abstract: </strong><span style="font-style: normal;">This study evaluated the effectiveness of pyramidal training with direct care staff in group homes. Training focused on teaching staff how to provide opportunities for communication to non-speaking children with developmental disabilities to communicate. Staff were taught through a combination of a workshop, and nondirective consultation following an adult education model. A multiple-probe design across three cohorts of direct care staff was used to evaluate the effectiveness of the training in terms of the number of opportunities provided by staff and the percentage of requests emitted by participating children. Results showed that pyramidal training resulted in more opportunities provided to the children and concurrent increases in children&rsquo;s requesting. Results are discussed in terms of the suitability of pyramidal training for group home settings, and implications for future research.</span></em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/447/Increasing-Opportunities-for-Requesting-in-Children-with-Developmental-Disabilities-Residing-in-Group-Homes-through-Pyramidal-Training.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/447/Increasing-Opportunities-for-Requesting-in-Children-with-Developmental-Disabilities-Residing-in-Group-Homes-through-Pyramidal-Training.aspx
http://daddcec.org/Home/tabid/40/ArticleID/447/Increasing-Opportunities-for-Requesting-in-Children-with-Developmental-Disabilities-Residing-in-Group-Homes-through-Pyramidal-Training.aspxFri, 01 Sep 2006 00:00:00 GMT0Computer-Based Instruction for Purchasing Skills<em>By: Kevin M. Ayres, John Langone, Richard T. Boon, and Audrey Norman<br />
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<strong>Abstract: </strong><span style="font-style: normal;">The purpose of this study was to investigate use of computers and video technologies to teach students to correctly make purchases in a community grocery store using the dollar plus purchasing strategy. Four middle school students diagnosed with intellectual disabilities participated in this study. A multiple probe across participants research design was used to evaluate the effectiveness of the treatment. Results indicated the program was effective at teaching the dollar plus purchasing strategy to three out of four participants and promoted generalization to the natural environment. Finally, limitations of the study, implications for practice, and future research questions are discussed.</span></em><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/448/Computer-Based-Instruction-for-Purchasing-Skills.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/448/Computer-Based-Instruction-for-Purchasing-Skills.aspx
http://daddcec.org/Home/tabid/40/ArticleID/448/Computer-Based-Instruction-for-Purchasing-Skills.aspxFri, 01 Sep 2006 00:00:00 GMT0